U.S Policy with Indian Nations

Lesson Narrative (5Es)

This learning experience is inquiry-based and built on the 5E model. Students will be engaged by analyzing two different maps of the United States. They will then explore and explain the different ways that Indian peoples and United States citizens viewed their rights to the land. Students will also examine who benefited and who was harmed when the United States expanded.  Students will evaluate whether Washington lived up to this belief that Native American policy should be based on the “great principles of Justice and humanity.”  Finally, student learning can extend through a primary source activity.

Engage:

• Provide two maps of the North American Continent—one with European territories/regions and one with Native Tribes in 18^th
• Name the differences and similarities.
• Looking at George Washington will help ensure Native Americans and their perspectives not left out of Founding Era.

Explore:

• Read the secondary source article and discuss the competing interest of the United States and Native American policy: land and cultural practices on that land.
• Read the case study about the Creeks.

Explain/Evaluate:

• Assess Ready Comprehension with primary source question set (suggested for homework)
• Go further with Discussion Questions (in class)

Extend:

Teachers may choose to extend the lesson by working with students on the “Primary Source Analysis – Peace Medals Presented by George Washington.” 

• Students will analyze the 1792 peace medal using the provided questions.
• They will also analyze a portrait of Red Jacket (Sagoyewatha) to contemplate why he chose to wear the peace medal presented to him by President Washington in his portrait.